Open Reading In The Classroom
Open Reading (including products under the Reading Revolution and Fletcher's Place brands) has been used and validated in school districts in California, New York, and South Carolina to name a few. It aligns with Common Core standard skills (although it teaches the skills in a different order than most Common Core curriculum).
Our method uses proven, evidenced-based strategies to teach all types of children of all abilities to read. The curricula receives excellent reviews from in-classroom trials and shows a statistically significant improvement in reading scores for at-risk, ELL, and children with various learning challenges.
Many teachers use it in their classrooms as their primary learn-to-read curriculum, or to augment the curriculum provided by their school to help struggling readers.
The strategies incorporate a wide spectrum of engaging activities that enable your students to succeed, no matter how they learn. These activities are:
- Kid-friendly, easily learned phonics tools
- Physical activities to reinforce sound and word recognition
- A consistent way to sound out and spell words
- Interactive learning games
- Crazy Directions and Treasure hunts
Open Reading Outside The Classroom
Teachers with students who are struggling with reading often don't have the time to give the individual attention that each child needs.
Fletcher's Place, by Open Reading, is perfect for parents to use at home to help their child gain the reading skills needed for school.
New York: In a pilot study of over 400 students in NYC Fletcher’s Place students scored twice as high blending and segmentation and 3 times as high on decoding compared to their control peers. For detailed results please download full study summaries on the right.
Yonkers, NY: PreK & Kindergarten students using Fletcher’s Place as a supplement to Open Court Reading outperformed students who were only exposed to Open Court. For detailed results please download full study summaries on the right.
California: A 500 student study of after school programs using the Reading Revolution methodology showed a 1.3 grade level improvement in word ID, 2 grade levels of improvement in word attack and 1 grade level of improvement in reading comprehension in just 25 hrs of instruction. For detailed results please download full study summaries on the right.
Oakland, California: Under-performing fourth- and fifth-graders improved an average of 2 grade levels in about 40 hours of instruction.
Oakland, California: More than 50 Middle and High School non-readers in an under-resourced urban environment averaged a 2.1 grade level increase in reading scores for every 48 hours of one-on-one tutoring.
Walnut Creek, California: Children, ages 7 to 11, made an average 1.9 grade level improvement in word attack skills in 12 hours of one-on-one tutoring over a 6 week time period.
Yonkers, New York: 100 reading-challenged ELL students in an urban environment increased their reading skills by an average of 1 full grade level after only 13 three-hour days of summer classroom instruction.
Yonkers, New York: Within the first half school year of program implementation, students taught with Reading Revolution outperformed the reading level achieved in an entire year by prior-year students.
A nationwide survey of children utilizing Fletcher’s Place Reading and Spelling Program in the home showed a 20% increase in tested reading proficiency in an average of only 6.5 hours of working with the program. The University of Memphis School for Education Policy summarized the results and described them as “highly educationally meaningful.”
About Judy Kranzler
Founder, Director Of Pedagogy
Judy Kranzler has over 40 years of experience reviewing, developing and implementing reading and spelling curricula, materials, and multi-media for students with learning challenges, ELL students, as well as students who simply prefer to learn through physically active, musically vibrant, engaging activities.
Her personal experience of struggling with learning to read using the traditional “sit, look, listen, and memorize whole words,” made her feel like she was L.D. By the time she finally felt she had mastered reading, she also knew in her heart that the way reading is traditionally taught discriminates against students who learn using other modalities other than the linguistic and visual venue.
Summary Of Experience
- Director of curricular and teacher for the gifted and talented education program for elementary schools, Walnut Creek School District.
Teacher at elementary school section of the Ecole Active Bilingue, International School of Paris, France, for English language learners.
- Teacher trainer at L’Institute pour la Perfection de Pedagogie, a teacher-training college affiliated with UNESCO, Paris, France.
- Founder and former Director of the not for profit Active Reading Center of Walnut Creek, California for students with mild to severe learning and language challenges.
- Teacher trainer at Cal State Hayward teaching the Reading Revolution methodology for academic or continuing education credits.
- Developer of curricula for youth and adult and teacher trainer for Project Second Chance, CA adult literacy programs. Developer of curricula and teacher for the Gifted and Talented Education program for elementary schools Walnut Creek School District, CA.